Would-be citizens must complete a multistep process that includes answering--in person and orally--10 questions selected from 100. These 100 questions range across civics, American government, US history, a bit of geography, and even major holidays and symbols. The revealing 2018 Woodrow Wilson National Fellowship Foundation survey shows that…

In its 2019 report, "Beyond the Border: Family Separation in the Trump Era," UnidosUS demonstrates how the current trajectory of the nation's immigration policies is threatening the future of an entire generation of American children. This issue brief on Illinois is part of a series that builds on this analysis by exploring the stakes at…

According to former Supreme Court Judge Sandra Day O'Connor, active citizenship requires that students know how to persuade others by logic, seek consensus, understand and create constructive dissent, and practice other vital critical-thinking skills. However, in the 2010 National Assessment of Educational Progress in civics, only one in four…

The relationship between the philosophical orientation of a high school citizenship education program and the kinds of competencies that students exhibit on a nationally administered civics knowledge assessment was investigated. The researcher imposed a philosophical paradigm of political perfectionism on the citizenship education curriculum in…

The general procedures used to develop educational objectives for the National Assessment of Educational Progress are outlined, as are the procedures used to develop citizenship objectives. Ten general objectives are stated: "show concern for the welfare and dignity of others"; "support rights and freedoms of all individuals";…

The revised educational objectives for citizenship are presented in this booklet. (The original nine objectives are listed in ED 033 871). Brief summaries of the history and goals of the National Assessment, the procedures for developing revised educational objectives, and the main changes in the citizenship objectives precede the outline of…

A history of the achievement levels for the National Assessment of Educational Progress (NAEP) could be documented in different ways. A chronological history might be the obvious approach, but in the author's view, that could miss the most salient aspects of setting student performance standards on an assessment like NAEP. Further, new initiatives…

This position paper offers a response to the National Assessment of Educational Progress's (NAEP) 1998 Civics Report Card to the nation. The paper lists the following major points: the NAEP findings are ground for concern, calling for action to remedy a serious deficiency in the education of citizens; failure of students to do well on the NAEP…

Focusing on the most recent standards movement and the National Assessment of Educational Progress (NAEP) framework for civics and government, this paper attempts to use the standards and framework to construct a synthesis model of civic education, to analyze the model through the perspectives of five civic education theorists, and to subject the…

The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment measured student knowledge, intellectual and participatory skills, and civic dispositions at the fourth grade level. This publication describes fourth graders' performance based on 30 questions from the fourth-grade assessment. Twenty-three of the thirty questions were…

The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment measured students' knowledge, their intellectual and participatory skills, and their civic dispositions at the 12th-grade level. This publication describes 12th graders performance on 38 questions from the 12th-grade assessment. Thirty-one of the thirty-eight questions…

This paper was commissioned to develop new perspectives on the evaluation of the National Assessment of Education Progress (NAEP) for Citizenship and Social Studies. It criticizes the assessment model and advocates three new approaches to evaluating social studies education: a comparative approach with direct international comparisons of programs…

Questions the findings from the civics portion of the 1998 National Assessment for Educational Progress (NAEP). Instead of advocating a back-to-basics approach, believes that citizenship should be taught in ways that promote explorations of the social, political, and economic conditions in which the students live. (DAJ)

The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment measured student knowledge, intellectual and participatory skills, and civic dispositions at the eighth grade level. This publication describes eighth graders performance based on 37 questions from the eighth-grade assessment. Thirty of the thirty-seven questions were…

In this paper the National Assessment of citizenship's objectives, procedures, exercises, and findings are considered as a source of implications for further research in the area of social studies. First, the methodology of National Assessment can be used as a model for developing objectives, and for devising exercises to measure attainment of…